’s Statewide Consortium: Profiles of Postsecondary Programs for Students with IDD

The Youngstown State University Columbus State Community College

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 1 TABLE OF CONTENTS

Introduction ...... p. 3 Profiles The Ohio State University ...... p. 5 University of Cincinnati ...... p. 8 Marietta College ...... p. 10 Youngstown State University ...... p. 12 University of Toledo ...... p. 14 Kent State University ...... p. 16 Columbus State Community College ...... p. 20 Program Costs Comparison ...... p. 24

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 2 INTRODUCTION

Ohio’s Postsecondary programs deliver inclusive college experiences for students with intellectual and developmental disabilities (IDD) that include internships, college classes, housing and social experiences that result in improved access to gainful employment. Key elements that support the development of these postsecondary programs are:

 Higher Education Opportunity Act (PL 110-315) authorizes funding to develop college programs for students with intellectual disabilities  Think College National Coordinating Center for the 27 federally funded postsecondary education programs for students with intellectual disabilities (see www.thinkcollege.net for more information)  Workforce Innovation and Opportunity Act of 2014

Higher Education Opportunity Act (PL 110-315) Authorizes Model Demonstration Grants

Provisions regarding the transition of students with ID into institutions of higher education are addressed within Title VII: Graduate and Postsecondary Improvement Programs, Part D - Programs to Provide Students with Disabilities with a Quality Higher Education.

Specifically, Subpart 2, Section 766 describes Congress’ intent to support model demonstration projects that promote successful transition of students with ID into higher education through the development of Model Comprehensive Transition and Postsecondary Programs (CTP). As defined in Section 760(1) of the Higher Education Opportunity Act, the term “comprehensive transition and postsecondary program” means a degree, certificate, or non-degree program that meets each of the following criteria:

A. Is offered by an institution of higher education. B. Is designed to support students with intellectual disabilities who are seeking to continue academic, career, technical and independent living instruction at an institution of higher education in order to prepare for gainful employment. C. Includes an advising and curriculum structure. D. Requires students with intellectual disabilities to participate on a no less than half-time basis as determined by the institution, with such participation focusing on academic components, and occurring through one or more of the following activities: i. Regular enrollment in credit-bearing courses with nondisabled students offered by the institution. ii. Auditing or participating in courses with nondisabled students offered by the institution for which the student does not receive regular academic credit. iii. Enrollment in noncredit-bearing, non-degree courses with nondisabled students. iv. Participation in internships or work-based training in settings with nondisabled individuals. E. Requires students with intellectual disabilities to be socially and academically integrated with non-disabled students to the maximum extent possible.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 3 Think College National Coordinating Center

The National Coordinating Center has developed eight National Standards, 17 quality indicators, and 87 benchmarks for guiding the development and sustainability of inclusive higher education (see www.thinkcollege.net). Postsecondary programs are encouraged to use these standards to measure progress towards creating and maintaining high-quality, inclusive college experiences across the four transition areas for students with IDD: 1) Academic Access, 2) Career Development, 3) Campus Membership/Independent Living and 4) Self-Determination/Student Development.

Workforce Innovation and Opportunity Act of 2014 (WIOA)

The WIOA legislation increases vocational rehabilitation’s role in the delivery of transition services across the nation and all VR agencies are required to develop a unified workforce state plan for workforce development that includes the delivery of pre-employment transition services. Each VR agency, in collaboration with local school districts, must provide, or arrange for the provision of pre-employment transition services for all students with disabilities in need of these services eligible or potentially eligible for VR services. Required pre-employment transition services include:

 Job exploration counseling  Work-based learning experiences  Counseling on postsecondary education opportunities  Workplace readiness training  Instruction in self-advocacy

The national Employment First Initiative promotes the belief that all individuals with DD are presumed able to work in real jobs in the community. Ohio’s Employment First Initiative is shifting expectations among school and agency providers, families, and most importantly, job seekers themselves. As state and local agencies collaborate to improve school to work transition planning, providers are delivering innovative transition and employment services as authorized by the Higher Education Act of 2008 and the Workforce Innovation and Opportunities Act of 2014.

Every working-age adult with IDD has the opportunity to explore both college and career options to prepare for careers that match their preferences, interests, needs and skills (PINS). Ohio’s Postsecondary programs are eager to partner with school and agency providers to assure that students with IDD continue to gain academic and employment skills to increase their options to obtain community employment. The following profiles represent six postsecondary programs that are working together to create quality postsecondary programs for students with IDD across Ohio. Additional postsecondary programs in Ohio or across the country may be found at www.thinkcollege.net.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 4 PROFILES Profiles of Ohio’s Postsecondary Programs for College Students with ID

Name of Program: Ohio State University Transition Options in Postsecondary Settings (TOPS) College/University: The Ohio State University Contact Person: Jessie Green or Margo Izzo Phone: Jessie: (614) 685-3189 Email: [email protected] Margo: (614) 685-3190 [email protected]

Comprehensive Transitions and Postsecondary Program (CTP) Status: Ohio State’s CTP application was approved in 2015; therefore students are eligible for Federal Pell Grants and work-study funds. The amount of aid students can receive depends on their financial need, the cost of attendance, and other factors. Families and students must complete the Free Application for Federal Student Aid (FAFSA) to determine eligibility for financial aid. For more information go to https://studentaid.ed.gov/sa/fafsa .

Annual Costs: Tuition and Fees: $3,576 Program Fees: $11,022 Room & Board: Under Development

Entering freshman students must enroll in a summer Campus Experience and Transition Assessment (COTA) residential program. $1,500

Program Description: The TOPS Program is a 2-year portfolio or 4-year certificate program that focuses on 4 basic transition areas: Academics, Employment, Independent Living, and Self-Determination & Student Development.  Generalized Studies Certificate: 4-Year Program. Students in the 4-year program must complete a minimum of 120 semester hours (an average of 30 semester hours annually) across the four transition areas (i.e., inclusive academic classes, internships and employment, independent living and campus membership, self-determination) to receive a Generalized Studies Certificate.  Certificate of Completion: 2-Year Program. Students enrolled in the two-year track are required to earn 60 semester hours of TOPS program credit and participate in four transition areas and develop an electronic portfolio.

Questions: Describe the academic services?  Educational advising provided to assist students select a minimum of 24 semester hours of audited General Education Courses (GEC) for the 4-Year General Studies Certificate.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 5  Educational coaching supports provided pre-, in-, or post-class by students enrolled in Disability Studies Internship course. (e.g., assist with note taking, highlighting key words/concepts and clarifying difficult concepts)  Assistance using universal and assistive technology (e.g., iPad app (Quizlet) to practice vocabulary, scheduling using Google Calendar, and storing and organizing assignments)  Academic Center  One-on-one and group tutoring (e.g., writing papers and completing project activities)  Extra time on tests or reader scribes (e.g., students received time and a half and/or reader scribes)  TOPS Learning Community (6 hrs/per week) offered to provide direct instruction with technology, personal adjustment and job readiness skills  Sample of inclusive classes required within the core course of study include: o General Survey - review procedures, grading system, student rights and responsibilities o University Exploration Survey – introduction of decision making process to explore majors, interests and resources o Self-Career Development – provide self-exploration and skill development of vocational and educational interests o Personal Growth to Increase Career Competencies – self and career exploration o Online Learning Strategies and Skills – Explores how to use the web successfully o Individual Learning and Motivation – Teachers strategies for success in college o Technology Enhanced Learning Strategies – Imparts specific and general strategies for using technological tools o Disability Studies – History, meaning, and impact of disability  One of the major supports for the TOPS program involves the use of OSU students as natural supports, serving as educational coaches, tutors, and social or community service volunteers. OSU students are enrolled in the Disability Studies specialization internship course (DSABL5191) and earn between one and three credits for supporting TOPS students.

Describe employment experiences and outcomes? 100% of the TOPS students work in either an unpaid/paid internship for 12 – 20 hours per week every semester. Students complete informational interviews and job shadows each semester to select an internship of high interest prior to placement. By their second year in the program, 60% are in paid internship positions.

Types of internships/Paid Employment:  Customer service within the hospital and the Columbus Zoo  Environmental service – stocking supplies at hospital and janitorial at Woody Hayes Athletic Training Center  Office clerical assistant and mail delivery across campus  Physical therapy aide  Instrument sterilization at medical clinics  Food service

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 6

How are employment services and supports provided? Students receive supports and opportunities necessary to seek and sustain competitive employment, including:  Person-centered planning to identify career goals.  Access to job coaches and developers who receive ongoing training and supervision.  Participation in time-limited internships or work-based training in settings with people without disabilities.  Opportunity to participate in academically focused service learning experiences.  Participation in paid work experiences related to personal choice and career goals, such as paid internships, work study, service learning, or other paid work on or off campus.  Connection with rehabilitation and DD adult service providers to sustain employment.

Describe the independent living and residential services? TOPS students engage in three hours of learning communities designed to teach the skills required to live independently and socialize successfully in the campus and surrounding communities. Off-campus apartments are available for students who need housing.

Describe the counseling and supports that are available for your students with ID? Doctoral students accepted into the OSU Psychology program with a specialization in IDD provide counseling services for students on a limited basis. TOPS program staff assist families connect students to counseling services provided through student services.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 7 Profiles of Ohio’s Postsecondary Programs for College Students with ID

Name of Program: Transition and Access Program College/University: University of Cincinnati Contact Person: Diane Clouse, EdD Phone: (513) 556-6611 Email: [email protected]

Comprehensive Transitions and Postsecondary Program (CTP) Status: Applying

Annual Costs: Tuition and Fees: $18,594 Room and Board: $12,000

Program Description: Transition and Access Program (TAP) is a four year certificate program for individuals with mild to moderate intellectual or developmental disabilities at the University of Cincinnati (UC). UC is a large (enrollment approximately 40,000) Midwestern university in an urban setting. We provide an inclusive college experience where students live in the dorm on campus, engage in an active social life, attend UC and program specific courses, and participate in vocational internships. Our program outcomes include: vocational, self-determination and social competence, and independence and community living. The program is designed to serve up to 40 individuals annually.

Questions: Describe the academic services?  Types of inclusive classes that students enroll: o Educational Technology, Psychology, Health, History, Basic drawing, Basic painting Interpersonal Relationships, College Math, Stress Management, Media class, Physical Conditioning, Basketball, Tennis, Intro to Exceptional Disabilities, Website Management, Acting 1  Supports provided to students in inclusive classes: o Each TAP student is enrolled in two traditional courses each semester. Pre/Post student workers collaborate with course instructors weekly to determine any needed assignment modifications and accommodations. This collaboration can occur through face to face meetings, telephone conversations or emails. o The TAP student meets with the Pre/Post teacher for 1 hour prior to each university class time to prepare for that day’s instruction. This work could include assignment completion and reviewing written materials for class as well as prompting for note taking and class participation. o Pre/Post teachers will also spend 1 hour after each class reviewing class notes and assignment completion requirements with the TAP.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 8 Describe employment experiences and outcomes?  Types of internships: o Teacher assistants, IT project manager, Office assistants, sports manager, Grounds keeper, Radio station support person

How are employment services and supports provided?  Employment supports provided: o Each student starts with a full time job coach and the coach fades as the student is ready for independence.

Describe the independent living and residential services? We have an educational theme dorm house. The dorm house is shared by traditional college students as well as TAP students. The students are supported by four residential assistants.

Describe the counseling and supports that are available for your students with ID? All students attend two social skills classes a week. Students have supports provided by social work interns. All students have two to three academic and social mentors. The TAP staff is a diverse team including a director, an assistant director, a transition coordinator, graduate students, undergraduates, and resident assistants.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 9 Profiles of Ohio’s Postsecondary Programs for College Students with ID

Name of Program: Pioneer Pipeline Program College/University: Marietta College Contact Person: Chris Klein Phone: Dr. Klein (740) 376-4795 Email: [email protected] Dr. Bauer (740) 376-4768 [email protected]

Comprehensive Transitions and Postsecondary Program (CTP) Status: Hybrid Program (most students are in high school juniors & seniors who attend the college program 2 days per week)

Annual Costs: Tuition and Fees: $100-$1,500* Room and Board: Under Development

*Secondary Students Tuition rate. Costs for the adult program are under development.

Program Description: During 2016-17, only high school students from Warren Local School District are eligible to participate in the Pioneer Pipeline Program. The Marietta College Pioneer Pipeline is a transition and support program for individuals with intellectual disabilities in southeastern Ohio. The program includes a pre-transition track for individuals between the ages of 14-17 years, a transition track for high school seniors ages 18-22 years, and a post-secondary track. Within each track, students in the Pioneer Pipeline program receive support services revolving around transition to independent living and the goal of permanent community employment. Students are paired with peer mentors, who are college students from a number of majors, including in the departments of Education and Psychology at Marietta College, who are completing the mentorship as an applied experience within their respective program.

Questions: Describe the academic services? Students receive their traditional academic program from their high school instructor, supplemented by academic programming from courses at the college. In addition, they are paired with peer mentors during their time at the college, who go to class with them, go to their work internships/job shadowing with them, and facilitate social & independent skills training with them. Our goal is to help students build a resume to work toward a permanent job placement, and help students find not only what they are good at, but also what they enjoy doing. Consequently, we try to give our students a number of placements throughout the program to help them explore jobs.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 10 Describe employment experiences and outcomes? Students are placed in non-paid work internships throughout campus, including academic support, library services, student organization offices, physical plant operations, and recreation center work. In addition, we have students who work at local businesses (restaurant, retail store, etc.).

Describe the independent living and residential services? All of our students currently reside at home and are transported by school transportation to the college program. Beyond that, we include a number of training opportunities within our program, such as meal planning and preparation, budget planning, social interaction skill building, etc., that help move students toward an independent living situation in the future.

Describe the counseling and supports that are available for your students with ID? Students are provided counseling by the local school systems, and are free to also use the student services provided to any college student at our institution. Our students have peer mentors as supports, in addition to aides that work with them across campus, and occupational therapists that work with them in the campus setting.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 11 Profiles of Ohio’s Postsecondary Programs for College Students with ID

Name of Program: Youngstown State University – Transition Options in Postsecondary Education Settings for Young Adults with Autism College/University: Youngstown State University Contact Person: Erika Campolito Phone: (330) 941-1927 Email: [email protected]

Comprehensive Transitions and Postsecondary Program (CTP) Status: Currently not a CTP.

Annual Costs: Tuition and Fees: $9,104 Room and Board: Not Offered

For non-degree seeking TOPS students, the costs per semester follows: tuition for YSU course $1,125.91 per enrollment in a 3-hour course; and TOPS Program Fee: $2,250.00.

Program Description: The TOPS Program fee covers access to: a) student-focused planning to guide course selection, programming, and support development; b) support services for inclusive learning experiences through participation in cultural, educational, recreational, and social activities (i.e., educational coaches); c) support services to engage TOPS students in career development experiences, including internships, career-focused training, and competitive employment at YSU and within community businesses; and d) access to TOPS courses (e.g., developing self-determination skills; technology for learning, living, and careers; financial literacy; community living skills; and communicating and advocacy in the workplace and community).

Questions: Describe the academic services?  Types of inclusive classes that students enroll: YSU-TOPS students access inclusive academic classes based on interests and academic and career goals. These classes can be audited or taken for academic credit. Students can readily access classes targeted for individuals who are conditionally admitted to YSU. The listing of courses can be viewed at the following URL: http://www.ysu.edu/ebulletin/general-information/conditional- admission o Examples of classes include: Success in Career & Life Planning; Intro to Health & Wellness; College Success Skills; Intro to Environmental Science, Computer Literacy  Students may receive in-class and out-of class supports. In-class supports are provided by a TOPS education coach who are YSU students enrolled in special education, psychology, applied behavior analysis, and counseling. Out-of-class supports include instruction in study strategies, note taking, writing, and tutoring in class content.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 12  Students may also receive academic support through programs operating within YSU’s Center for Student Progress (CSP), supported by TOPS education coaches as needed. The CSP serves as the hub of student support services, representing 8 programs targeting diverse populations and intensity of needs. The programs include: First-Year Student Services, Adult Learner Services, Multicultural Student Services, Student Tutorial Services, Individual Intervention Services, Supplemental Instruction Services, Orientation Services, and Disability Services. The Reading and Study Skills Center also provides supports for students, including credit-earning courses targeting various thinking, listening, test/note-taking, and reading strategies.

Describe employment experiences and outcomes? Types of internships: Students may access internships on the YSU campus, including positions within the YSU Recycling Program, McDonough Museum, Boar’s Head Lunch, Child Care Center, and Andrews Student Recreation and Wellness Center. The majority of internships are non-paid.

How are employment services and supports provided? Employment supports are provided by instructors from the Rich Center for Autism and YSU students. Instructors and YSU students participate in ongoing training and professional development.

Describe the independent living and residential services? There are no residential services. TOPS students participate in a TOPS-specific course that provides instruction related to independent living and community participation and access.

Describe the counseling and supports that are available for students with ID? Students can access typical university services as well as specialized services through YSU- TOPS. When students access university services through the Center for Student Progress, they are supported by peer mentors. Students have also contracted with autism providers in Mahoning County to provide counseling and support services.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 13 Profiles of Ohio’s Postsecondary Programs for College Students with ID

Name of Program: Toledo Transition (T2) College/University: University of Toledo Contact Person: Patricia Devlin Phone: (419) 530-2839 Email: [email protected]

Comprehensive Transitions and Postsecondary Program (CTP) Status: Currently seeking CTP status

Annual Costs: Tuition and Fees: $5,200 Room and Board: Not offered

Program Description: A 1-2 year, non-degree, Certificate Program for students with intellectual and developmental disabilities. The program provides coursework and experiences in the following areas: a) academic, b) social, and c) vocational. The main emphasis in this part-time program is for students to participate in coursework and experiences leading to obtainment of preferred competitive employment in their community.

Questions: Describe the academic services? A certificate can be achieved with a minimum of 9 semester hours of audited General Education Coursework (one year). Successful students may also combine two certificates for a maximum of 18 semester hours of audited General Education Coursework (two years).  Educational coaching supports provided during and after inclusive courses by students in the College of Education (e.g., note taking, highlighting key words/concepts and clarifying difficult concepts/ assignments)  Sample of inclusive classes include: o College Study Strategies and Orientation: reviews services, polices, procedures of UT along with relevant study skills and services o Applications of Thinking Critically: teaches students to think critically to be successful in college and in the workplace o Career and Self-Evaluation: exploration of important considerations in choosing a career; (a) career opportunities/ requirements, (b) interests, abilities, skills, needs, values and goals  T2 students also participate in specialized coursework related to EmployAbility skills during year one of the program. This course includes content in self-determination, interpersonal, and employability skills as well as participation in various vocational assessments.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 14 Describe employment experiences and outcomes? T2 students work in unpaid internships during the summer semester of year one in the program. Year two students may work in unpaid internships during the academic year in addition to auditing coursework. First year internships are mainly on the UT Main or Health Science Campus. Year two internships may include off-site internships having the potential to become part or full time employment for the individual in their community. Sample of campus internships:  Therapy Aide; Rehabilitation Center, UT Medical Center  Environmental Services stocking and transporting supplies: UT Medical Center  Kitchen assistant: Food & Nutrition, UT Medical Center  Grounds Worker: Maintenance/ Grounds, Main Campus  Classroom aide: UT Day Care, Main Campus

How are employment and supports provided? Direct support is provided by job coaches from the University of Toledo. Additional considerations during internship experiences include transportation and connection with adult service providers.

Describe the independent living and residential services? Each semester T2 students are involved in various socialization opportunities such as student organizations, sports, and other special events held at the University of Toledo.

Describe the counseling and supports that are available for your students with ID? Students, families, and adult service personnel (if applicable) participate in person centered planning meetings throughout participation in the program (each semester) providing student guidance to specific coursework and internships.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 15 Profiles of Ohio’s Postsecondary Programs for College Students with ID

Name of Program: Career & Community Studies College/University: Kent State University Contact Person: Dr. Vonnie Michali Phone: (330) 672-0725 Email: [email protected]

Comprehensive Transitions and Postsecondary Program (CTP) Status: We are a CTP approved program and recognized as a non-degree, four-year college experience. Students must complete a minimum of 120 credits to graduate from the program. A Record of Completion and a Transcript are provided by the university.

Annual Costs: Students in the CCS program pay the same tuition as all students enrolled at KSU, including in-state and out-of-state costs. The estimated costs below reflect in-state fees.

Tuition and Fees: $14,012 Room & Board: $9,900

Students may choose to either live in inclusive on-campus residence halls or to commute. Should a student wish to live on-campus he/she must complete a summer independent living assessment in order to determine independent living readiness. This summer experience is a four-day and four-night mock college experience where students are evaluated on how well they demonstrate basic independent living skills in order to be successful in dorm living.

Independent Living Assessment $1,500 (Includes room, breakfast, & lunch, and students must use money to pay for dinner and social activities in order to evaluate money skills).

Additional costs: The first year students that live in the dorm share the costs of an hourly paid Independent Living Mentor (ILM). Responsibilities of the ILM are to help the student to connect to university social clubs and organizations during evenings and weekends.

All students need to figure costs for transportation, textbooks, and class materials.

Program Description: Career and Community Studies (CCS) is a college-based, transition, non-degree program to prepare students with intellectual and developmental disabilities for adult life through academic pursuits, peer socialization, and career discovery and preparation. The program integrates inclusive classes, a typical college experience, and a transition curriculum to assist students in achieving adult roles and a quality of life in a community of their choice. The CCS program is for students who have completed high school requirements and be at least 18 years of age.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 16 Questions: Describe the academic services?  Students can receive accommodations through the Office of Student Accessibility Services (SAS). Examples of accommodations include extended test time, quiet room for testing, or a reader.  Students receive modifications through the CCS program. Any CCS course is already modified to individual student abilities. Student progress is indicated with a letter grade.  Students sitting in on KSU courses will facilitate a meeting with KSU faculty and CCS faculty to advocate for any modifications to be made to the KSU course requirements. Students are supported throughout this process. Student progress is indicated with a Satisfactory/Unsatisfactory grade.  Students will attend Academic Support Labs where tutoring will be provided for all coursework.  Academic mentors will initially attend KSU courses with the CCS student. A fading process will occur until the CCS student can attend the course on their own, but will then return to the Academic Support Lab for further instruction and tutoring.  Students need a minimum of 120 credits to receive a Record of Completion. There are no KSU credits, all credits are prefixed with CCS with cross-referencing with KSU classes. Students take a blend of KSU, CCS, and internship courses.  All students will have a CCS Academic Advisor who is available to provide advice and assistance as they plan academic schedules. Students will also periodically meet with a KSU academic advisor to share information about their academic progress.  CCS curriculum has been approved by the KSU Board of Trustees as a comprehensive and effective curriculum.  Students are required to maintain a minimum of a 2.5 GPA to remain in good academic standing.

Describe employment experiences and outcomes?  During the sophomore year, students will have a 3 credit (9 hours/week) on-campus work experience where student work skills will be evaluated. Students will continue to develop work and personal-social skills in the work environment. These work experiences may or may not be in the student’s career interest.  During the junior year, students will continue to have weekly work experiences (12 hours/week). These internships may or may not be on-campus; may or may not be paid internships; and may or may not develop into on-going employment opportunities.  During the senior year, students will participate in internships in their career interest (3- 36 hours/week). These internships may or may not be on-campus; may or may not be paid internships; and may or may not develop into on-going employment opportunities.

How are employment services and support provided? All students will have a CCS Career Advisor as they explore and prepare for their careers and work experiences. All CCS students also have access and will use KSU Career Services for things such as career assessments, researching jobs and employment opportunities, and practicing employment readiness skills.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 17 Describe the independent living and residential services?  Students can either commute or live in the dorm when attending Kent State. Conditions for living in the dorm follow.  All students who wish to live in the dorm must complete a 4-day and 4 night independent living assessment in order to determine independent living readiness. This mock college experience will be held in June of each year. If students demonstrate basic independent skills they may be able to live in the dorm that fall. Should students not demonstrate the necessary basic skills, they will receive a report indicating areas needing improvement, and if they desire to participate in the assessment again, they can do so.  The first year a student lives in the dorm, if possible they will live with another CCS student. They will be housed in the dorm for the College of Education, Health, and Human Services (EHHS). This dorm houses education and health service majors and offers a wonderful learning environment for our students to gain additional independent and social skills. Subsequent years, students may have a degree-seeking KSU student as a roommate and can live in other dorms throughout the campus.  Resident Advisors and Residential Hall Directors work closely with CCS staff and provide assistance to CCS students for any issues that may arise within the dorm setting.  The first year that students live in the dorm, parents will share costs for an Independent Living Mentor(s) (ILM) who will guide students as they navigate campus events and activities in the evenings and on weekends. After the first year, dependent upon student ability, he/she may not need an ILM.

Describe the counseling and supports that are available for your students with ID?  Mental Health: CCS students are able to use mental health counseling services that are free to all KSU students, providing that the mental health needs are not beyond the scope of what is provided on-campus. Counseling Services may determine that a student requires more intensive mental health counseling, and a recommendation and/or referral will be made to an outside professional if this occurs.  General Health: As Kent State students, CCS students are able to use all of the services provided by the University Health Services (UHS) located on-campus. Staff at UHS includes board certified physicians, nurse practitioners, registered nurses, licensed psychologists, pharmacists, physical therapists, and radiographers. University Health Services provides non-emergent outpatient care to all eligible students, faculty, and staff, including: examination and treatment for illness and minor injuries, women's health care, laboratory, x-ray, physical therapy, pharmacy services, and health education through all departments of UHS and under the Division of Student Affairs. UHS accepts all major carriers with the exception of Medicare. Self-pay rates are available for uninsured patients. UHS has developed a unique partnership with the CCS program as they help students to expand independent living skills by teaching how to make appointments, and how to discuss personal health care needs. All KSU students are required to provide immunization records upon entrance.  Student Accessibility Services (SAS): Students in the CCS program can receive accommodations through the Office of SAS. Students must provide documentation of disability and will work with SAS staff to determine what those accommodations will be. Accommodations provided under Americans with Disability Act (ADA) and Rehab 504 may be different than those provided by Individuals with Disabilities Education Act

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 18 (IDEA). ADA and Rehab 504 are the laws that adults with disabilities must follow as IDEA does not serve adults.  Other Services: Other services that may be available to students depending on need and demand include areas such as speech or physical therapy, or personal exercise trainers.  Financial Support: Career & Community Studies is recognized as a federal Comprehensive Transition Program (CTP). This allows eligible students to apply for financial aid – grants and work study only. Students are not permitted to apply for student loans. KSU is making every attempt to develop a scholarship program for students in the CCS program, however this option is not available at this time.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 19 Profiles of Ohio’s Postsecondary Programs for College Students with ID

Name of Program: Human Services Assistant Certificate College/University: Columbus State Community College Contact Person: Jackie Teny-Miller Phone: (614) 287-2544 Email: [email protected]

Comprehensive Transitions and Postsecondary Program (CTP) Status: N/A

Annual Costs: Tuition and Fees: Approximately $2,300 Room and Board: Not Offered

Program Description: The Human Services Assistant Certificate program is a 16 credit hour program for students who have a developmental disability that want to work as an assistant in a Human services setting. Course work is adapted to a fifth grade reading level. The curriculum provides students with the knowledge and skills necessary to work as an assistant in the DD filed. Students participate in two clinical practicum experiences in a variety of human service agencies.

Questions: Describe the academic services?  Types of classes that students enroll: Students take 16 semester credit hours of course work that prepares them to be an assistant in a human service agency. Class time is spent with other students in the program, an Instructor and a teaching assistant. Practicum experiences are classes where students are integrated into human service agencies.  How are supports provided to students in classes? A teaching assistant and instructor are in classes at all times. Needed accommodations are provided.

Describe employment experiences and outcomes? Types of internships: Students participate in two semesters of practicum. Students spend 10.5 hours per week at a human service agency autumn semester and 10.5 hours per week Spring semester. Practicum experiences range from Pre-school programs, elementary and high school classes, adult day programs and day programs for seniors. Students work side by side with teachers, habilitation specialists, activity specialist, community guides, etc. learning and practicing skills that would enable them to be effective assistants. A teaching assistant is available to provide additional support when needed.

How are employment supports provided? Employment supports may be provided through OOD, Community Employment agencies or many students are hired at the completion of their practicums.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 20 Describe the independent living and residential services? This program does not provide any residential services. Students may live independently, live with family members, or supported living, etc.

Describe the counseling and supports that are available for your students with ID? Teaching assistants spend time in the classroom and at practicum locations supporting the students in any way needed. Students may seek assistance with academic work or supports at their practicum. Students would be referred for counseling if a need presented in this area. Students are encouraged to participate in college activities and clubs that interest them. They have access to the fitness center, library, bookstore, etc. Students may take additional courses at Columbus State Community College if they desire and meet the pre-requisites.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 21 Profiles of Ohio’s Postsecondary Programs for College Students with ID

Name of Program: Early Childhood Aide Certificate College/University: Columbus State Community College Contact Person: Jackie Teny-Miller Phone: (614) 287-2544 Email: [email protected]

Comprehensive Transitions and Postsecondary Program (CTP) Status: N/A

Annual Costs: Tuition and Fees: Approximately $2,600 Room and Board: Not Offered

Program Description: The Early Childhood Aide Certificate is an 18 credit hour program for students who have a developmental disability that want to work as an aide in an Early Childhood Center. Course work is adapted to a fifth grade reading level. The curriculum provides students with the knowledge and skills necessary to work as an aide in an Early Childhood Center. Students participate in two clinical practicum experiences in a variety of Early Childhood centers.

Questions: Describe the academic services?  Types of classes that students enroll: Students take 18 semester credit hours of course work that prepares them to be an aide in an early childhood center. Class time is spent with other students in the program, an Instructor and a teaching assistant. Practicum experiences are classes where students are integrated into early childhood settings.  How are supports provided to students in classes? A teaching assistant and instructor are in classes at all times. Needed accommodations are provided.

Describe employment experiences and outcomes? Types of internships: Students participate in two semesters of practicum. Students spend 14 hours per week at an early childhood education center both autumn and spring semesters. Students work side by side with early childhood teachers learning and practicing skills that would enable them to be effective aides.

How are employment supports provided? Employment supports may be provided through OOD, Community Employment agencies or many students are hired at the completion of their practicums.

Describe the independent living and residential services? This program does not provide any residential services. Students may live independently, live with family members, or supported living, etc.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 22 Describe the counseling and supports that are available for your students with ID? Teaching assistants spend time in the classroom and at practicum locations supporting the students in any way needed. Students may seek assistance with academic work or supports at their practicum. Students would be referred for counseling if a need presented in this area. Students are encouraged to participate in college activities and clubs that interest them. They have access to the fitness center, library, bookstore, etc. Students may take additional courses at Columbus State Community College if they desire and meet the pre-requisites.

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 23 PROGRAM COST COMPARISON

Total Annual Room and Program School CTP Status Cost Board Ohio State University Transitions Options The Ohio State Under $14,600 Approved in Postsecondary University Development Settings (TOPS Program) Transition and University of $18,594 $12,000 In Progress Access Program Cincinnati Pioneer Pipeline Under Marietta College $100-$1,500 No Program Development Youngstown State University – Transitions Options Youngstown State $9,104 Not Offered No in Postsecondary University Settings for Young Adults with Autism Toledo Transition University of $5,200 Not Offered In Progress (T2) Toledo Career and Kent State $14,012 $9,900 Approved Community Studies University Human Services Columbus State $2,300 Not Offered n/a Assistant Certificate Community College Early Childhood Columbus State $2,600 Not Offered n/a Aide Certificate Community College

Ohio’s Postsecondary Programs from Students with IDD – November 2016 Page 24